Demonstrate concept skills and strategies
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Concept: is joining two or more elements together.
Skill: being able to demonstrate this and verbal say whats happening and the numbers. Thinking strategy: Being able to demonstrate this with using addition mats etc. Developing the concept of counting starts with students imitating adults and other children the numbers up to ten and then further onto 20. Students learn very quickly that numbers are all around them. A simple activity is a child counting the petals on a flower, such as the one below with assistance from an adult or just an adult counting ones toes in a song. This will further extend onto the five counting principles where the students will learn how to count in their own world and then further onto the numeral numbers.  |
Demonstrate
Language model
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Demonstrate/ describe teaching strategies
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Reading such books as ‘The Very Hungry
Caterpillar’ by Eric Carle and ‘I can Count the Petals on a flower’ by John
and Stacy Wahl. These books give students an insight into how to count counting
while engaging students in counting.
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Counting with students in group or one on one
of elements in their environment through play.
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Describe misconception
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It is common for students to count ‘one, two, six, seven’ this
displays student in the early stages of learning how to count and reflects
their struggle to remember number names and order. With persistence from
surrounding adults a student’s needs to practise and see counting every day (Reys, 2012).
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ACARA
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Mathematics / Foundation Year / Number and
Algebra / Number and place value / ACMNA002
(Australian Curriculum and
Assessment Reporting Authority [ACARA], 2014)
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Resources and ideas
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Both of these could be introduced to a child to learn the songs as
well as there are book virgins of the books. Reading the books and using the
songs is a fun way of learning to count.
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Concise synthesis textbook
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Through number sense characteristics students are able to use numbers
in their everyday lives. This comes through students learning through Prenumber
and informal number, early number and number development forming a basis of
whole number development. Deep understanding of umber sense is a prerequisite
for later computation development for students having extensive knowledge to
explore and construct relationships for numbers up to ten and beyond. Counting
and rational counting are characterised by several principles through oral
counting extending onto writing and representing cardinal, ordinal and
nominal numbers (Reys,
2012).
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References
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Australian Curriculum and
Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum:
Language, Language for Interaction (ACELA1428). Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F10?y=F&y=7&y=8&y=9&y=10&s=LA&s=LT&s=LY&layout=1
Counting Songs for children - One, Two, Buckle My Shoe - Kids Songs by
The Learning Station. (2016). YouTube. Retrieved 29 May 2016, from
https://www.youtube.com/watch?v=Otf4_UEvnQ8
Reys, R. (2012). Helping students learn mathematics (pp.
139-163). Milton, QLD: WILEY.
The ants go marching one by one song. (2016). YouTube.
Retrieved 29 May 2016, from https://www.youtube.com/watch?v=Pjw2A3QU8Qg
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